How long does it take to get used to teaching students with different personalities, learning styles, etc? Any suggestions on how to recognize that.

Basically I feel instructors are familiar with what we are teaching and we are just breaking down what we already know.

I get upset when I feel the students understand everything we went over, and then I hear them in the halls saying differently. I always ask them at the end of the class if there is any thing they need to over and didn't understand, and they no???

I always have the students write down what they expect they will learn in the class, sometimes they or confused as to what will be offered in the class.

I am glad I have them sign every thing we go over the first day of class. That is their time to understand and ask questions what will be expected. If they disagree later on, I have their signature to back me up.

I replaced another instructor in the middle of a module in the Ultrasound scan lab. The students had a hard time handling the change in expectations. They have relaxed a little, but still occasionally try to make it easy on themselves. Are there any suggestions for this situation?

I teach in an associate degree nursing program. I enjoy active learning, questioning, and interaction with the students. My greatest challenge is getting any kind of discussion going with kind of material I am presenting. I teach medical surgical nursing. The content contains a lot of pathophysiology and so the questioning and answering tends to be pretty straight forward. I want the students to critically think but feel it ends up being more of an oral quiz. Any suggestions?

Creating a test, I usely test all during class. but using the test and queston method.

Addresing question like: Jane, can you summarize in your own words what Richard said? ... Richard, is this what you meant? Could you give me an example? Gets the student more into the lesson, but you will alway have that one that will sit back and wait for someone else to rais their hand. I have a stuff fish that I usely tosh around the room, so when the student see that I tosh it when the answer start to come from one or two people, to get everyone into the lesson I gring him out.

Getting students to ask question is very important, but not everyone will, I usely teach with question and then I call it discussion, so this way everyone has an option, so when I see that not eveyone istaking part then I will ask what is your option on the question just asked?

This section had some good practical info for that "first" day of class. In some ways, I think that some of the order for doing things is a little arbitrary however. Overall, though, this is good important info to master. In particular, I like the idea of having a checklist. I often write up a quick check list of procedural things, content/key concepts, and technical points that I want to make sure I cover before each class. This way I stay on track.

It would be best to employ the use of lecture and audio/visual aids.

Always be clear and accurate about how you teach your class

Write down all your past experience in your field,and compare to what is in the textbook you are to use. Some information may not be needed.

I've always prided myself at being able to give my students the "real world" and mix that with whats expected. Alot of times its sad to say but what is taught in a book is sometimes never applied.

With my focus for the next 4 months only in the clinical area, I plan to use support materials in this manner. Each student is given a current journal article to read and give a report on. The articles focus on the particular pts we work with. The Pygmalian effect is applied here in that I expect each report to capture the intent of the article and to bring a higher level of understanding of the pt to each student.

I think it is very important to prepare for the class and spend time developing materials prior to all our classes.

I am a new instructor. Our students have access to the syllabus through our online student protal. By now they now the routine since this course would be the last one before they graduate. They are expected to read it before class. On the first day of class should we still go over everything in the syllabus in detail with the students?

In providing an instructional environmnet how does an Instructor go about keeping the room temperature comfortable for all? My students vary in age I frequently have some complaining of being hot while others complain of being cold. They wear scrubs while in class and I suggest wearing a shirt underneath or wear their lab coats but continue to hear complaints

I won't disclose the course I teach, but it is basically like learning a new language, that lends itself more to a lecture-type format. I learned the material initially by taking an hour each day and writing out each term I recalled, spelling it correctly, and noting what it meant. I did this without looking at notes or books; it really helped me to remember it, and I pass this along to students to try. I do, however, need to incorporate more learning formats. I am considering adding a short (5 min.) individual presentation on certain topics for each student to do, or worksheets to be performed as homework or in small groups.